Volume 39, Issue 2 (2010)
Identifying Children in Middle Childhood Who Are at Risk for Reading Problems
Deborah L. Speece, Kristen D. Ritchey, Rebecca Silverman, Christopher Schatschneider, Caroline Y. Walker, and Katryna N. Andrusik
Abstract. The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children’s reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.
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